If support for federal education studies at times seemed a bit touch-and-go this year because of funding threats and White House plans to merge agencies, there were still plenty of meaty findings for practitioners.

In fact, of all the research stories reported this year, readers were most interested in a look at how more than 90,000 principals guide improvement in their schools. Some of the findings are likely common knowledge—effective school leaders set high expectations for students and staff alike and support teams of teachers working to hone instruction—but it also offered some surprising tidbits, such as the need for principals to make sure parents opt out, rather than opt into parent engagement.

Readers also took the warning of one study that suggested the need for caution in efforts to instill a "growth mindset" in teenagers. While teachers are often trained to praise students' effort instead of ability to instill the belief that their skills are developed through practice, the study found this approach can backfire among adolescents.

Research watchers also got deeper looks at areas of study that may influence education more in the years to come: neuroscience and genetics. Federal support for research into adolescents' brain development is starting to bear fruit in findings about how managing teenagers' emotions can help support their learning. And in Connecticut, Yale University researchers are working with New Haven public schools to develop a potential genetic screen for children at risk of developing dyslexia. Other problems that affect education, from dyscalculia to attention deficit disorders, are also being studied for genetic predisposition.

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